Centering Racialized Educators in Collaborative Teacher Education: The Development of the Intersectionally Conscious Collaboration Protocol. (February 2022)

• Record Type: Journal Article
• Authors: Boveda, Mildred; Weinberg, Andrea E.
• Is Part Of: Teacher education and special education. Volume 45:Number 1(2022)
• Page Start: 8
• Page End: 26
• Publication Date: 2022-02
• Subjects: collaboration -- teacher preparation practices and outcomes -- diversity -- teacher educators -- intersectionality; Special education -- Periodicals; Special education teachers -- Training of -- Periodicals; Sonderpädagogik; Lehrerfortbildung; 371.9
• DOI: 10.1177/08884064211062874
• Languages: English
• ISSNs: 0888-4064

Abstract

The intersectionally conscious collaboration protocol for teacher educators (ICC-TE) expands on existing models of collaboration by drawing from intersectionality as conceptualized by Black feminist theorists, collaborative teacher education, and frameworks for stakeholders to establish and maintain ethical, student-centered relationships. The ICC-TE promotes approaches that honor sociocultural differences, model collaboration, and support the development of these practices in preservice teacher education. The authors analyzed the responses of four Latina teacher educators at a predominately white teacher preparation program and teaching artifacts created while using the ICC-TE as they co-taught a special education course. As a result of this study, the researchers refined the protocol. All participants indicated the need for more training on intersectionality, for both teacher educators of color and their white colleagues. A connecting thread across all sources of data was how institutional culture and faculty morale shaped collegiality.